OWL’S HOOTS No. 13: CO-PRODUCING THE MUSEUM AND WHAT ACTUALLY DO WE THINK WE’RE DOING?
December 21st, 2009
Hoots No. 13 – 21 December 2009: “Co-producing” the Museum using social media; Education and “Radical Hope”: Noel Pearson’s essay on education and Indigenous Australians; an observation on the misdirection of attention on learning and teaching.
Co-producing the Museum – Social Media and Interaction with your Museum
On the Museum Marketing website Jim Richardson has written a very interesting article about the communications revolution “coproducing the museum”. It is the text of a keynote address he gave to the Museum Association’s Social Media Day.
Amongst the things he has to say are these:
“Change in the internet has been clear for anyone to see, with the shift from static web pages to dynamic and sharable content and social networking. The internet is no longer just a place to find information; it is now a forum for collaboration, a place to create, curate and share content online. This has changed the way we work, influenced the way we think and adjusted our individual place in society forever.
The explosion in social media has created a socio-cultural shift; the way that people act is changing and audience expectations are snowballing both online and offline, and museums need to think beyond simply building a fan page on Facebook, writing a blog or starting to use Twitter to keep up with the change.â€
He points out that people who use Facebook, iPhones, iTunes and Wikipedia, with its hyperlinks allowing users to “drill down” through information, find many of their interactions with museums, including their websites, to be unsatisfactory: static and difficult to engage with.
He quotes The Centre for the Future of Museums, “For Americans under 30, there’s an emerging structural shift in which consumers increasingly drive narrative. Technology is fundamentally enabling and wiring expectations differently, particularly among younger audiences, this time when it comes to the concept of narrative.
“Over time, museum audiences are likely to expect to be part of the narrative experience at museums. While the overall story might not change, how it is presented may change to allow visitors to take on a role as a protagonist themselves.”
He gives some really interesting examples of museums which have grasped change in the way they use social media to allow active interaction by virtual and physical visitors. Some of them are:
Tate Modern released songs, initially exclusively inside the museum, to which visitors could listen through listening posts and later on the Tate Tracks microsite, then invited the public to participate in searching for an additional track. The invitation potentially reached up to two million people. Young musicians were invited to compose a piece of music inspired by an artwork in the museum and the public were invited to vote for their favourite submitted composition.
The Metropolitan Museum of Art launched a project – “It’s time we MET” – asking people visiting the permanent collection to photograph their experience and using Flickr enter it in a competition to star in a new advertising campaign. Almost a thousand pictures were posted; a panel of judges selected two winners and five runners up.
N8 Audiotours asked members of the public to create their own audiotours about items found in venues around Amsterdam.
Brooklyn Museum launched 1stfans. “1stfan membership is an interactive relationship with the museum that takes place online and in the museum. Part of this relationship is through websites like Facebook, Twitter and Flickr where private members’ areas contain content for 1stfan members. The content in these areas includes artists composing tweets, members sharing pictures, exclusive videos and access to an active online community.”
The V&A in London used a skillfully designed web page to lead people through webpages containing clues to which interested bloggers responded. “The bloggers received further cryptic messages over the next few weeks and 7thsyndikate also entered their real lives with graffiti planted near their homes and adverts placed in newspapers. This all ended with an instruction to dress in a hat and sunglasses, and with a newspaper under the left arm, these spies were to meet a man wearing a tan mac, bowler hat and dark shoes at the Albert Memorial in London. From here he marched them single file to the entrance of the V&A and the exhibition “Cold War Modern”. In total, 35 bloggers made it to the special preview of the exhibition.”
Education: Noel Pearson
Those who read this blog will know of my interest in learning. I wrote a response recently to the Quarterly Essay, “Radical Hope” by Noel Pearson, director of the Cape York Institute for Policy and Leadership. The response was kindly posted on the “Save our Schools” site by Trevor Cobbold.
“Radical Hopeâ” traverses very important issues in respect of the education “gap” between Indigenous and non-Indigenous students, maintaining cultural identity on the margin, the nature of learning and indigenous rights including responsibilities of governments on the one hand and individuals on the other.
As Mr Pearson shows there are extremely significant findings from educational research relevant to the education of Indigenous students. Education in the western tradition of the dominant society in Australia does not by any means require suppression of Indigenous identity: in fact quite the contrary. Maintenance and strengthening of identity is fundamental to survival for almost everyone, a fact suppressed by advocates of assimilation. Diversity of identity strengthens society!â€
Quarterly Essay 36, “Australian Story” by Mungo MacCallum includes a series of responses to Pearson’s essay by people such as Fred Chaney (a director of Reconciliation Australia), Peter Shergold (Secretary of the Department of Prime Minister and Cabinet 2003 to 2008) and Peter Sutton (University of Adelaide and South Australian Museum and author of “The Politics of Suffering…”).
While the world is crying out for creativity and innovation the attention, at least of the media and business and politicians, is focused on league tables, judging teacher effectiveness by student test scores and performance pay. All these are significantly flawed and little evidence of positve contribution of them is available. The studies of learning and education show that early childhood is the critical time for intervention and that well qualified and highly regarded teachers are what make, in the long run, the greatest difference to educational achievement and a life lived, along with encouragement at home and a strong sense of self worth.
It’s rather like the major issue of now being the personal behaviour of golfer Tiger Woods, as economist Paul Krugman observed in respect of global climate change and the COP15 meetings in Copenhagen in his debate with Bjorn Lomborg.
A recent contribution to On Line Opinion by Peter Vintila observed that “Most of us believe that climate policy aims to protect an endangered planet from a badly-ordered human economy. Now listen to just about any politician or industry spokesperson and you soon hear something different: the point, all of a sudden, is not to protect the planet but to protect the human economy from the planet.”